Roblyer & Hughes (2019) discuss the importance of equitable access to websites for all students in Chapter 8. Address examples of how you use technology and assistive devices to create a classroom designed to meet the needs of all of your students.
It is fundamental that Roblyer and Hughes (2019) have been able to explain assistive technology devices by defining them as a piece of equipment or item that is acquired commercially off the shelf or modified. The device is used to improve, maintain or increase the functional capability of disabled children (Roblyer & Hughes, 2019). Also, they have emphasized that teachers must train effectively on the device for assertive and technology devices to be utilized properly in the classroom. For example, it is clear that utilizing the assertive and technology devices appropriately not only helps in the provision of technological advancement for the learners but also provides an ideal implementation for better-assisting students.
Assertive technology is core strategy schools use to help students learn and think about differences. It is clear that our county today is rich in resources which is essential to use by the student at different levels of learning. To meet the students' needs at one level, assertive technology is essential because it helps create a learning design that reduces barriers and enhances professional development opportunities. For instance, as a teacher, I would ensure that students are split into one to two groups to use Chromebook laptops during the reading block. More importantly, as a teacher, I have used Google Docs add-ons when reading text to students, and, on the other hand, I have used transcribing add-ons for learners needing assistive technology to help them type out their responses (Barshay & Report, 2019). The use of assistive technology devices is important because it enables me as a teacher to understand what level students are at, thus providing them with materials to help achieve specific goals. It is clear, as explained by Jill Barshay, that Blended learning, specifically in kindergartners' environments helps to point out how to manage a large class using assistive technology devices.
Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. Pearson Education, Incorporated.
Barshay, J., & Report, T. H. (2019, February 21). Kindergartners blend e-learning, face-to-face instruction. Education Week. Retrieved June 22, 2022, from https://www.edweek.org/teaching-learning
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